PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS STRATEGI BELAJAR METAKOGNITIF UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PEWARISAN SIFAT MANUSIA

Majority of students get difficulty in learning human characterictic inheritance matter. One of possible reason is student worksheet decrease make student for understanding about matter. Based on this problem objective of this research were to develop student worksheet principle metacognitive learn strategy and describe it feasibility theoretically and empirically to promoted student learn result in human characterictic inheritance matter. This was development research, which develop student worksheet principle metacognitive learn strategy that developed by 3-D model. The results of this research indicated that student worksheet principle metacognitive learn strategy was theoretically feasible for the learning process with the percentage’s 91% (category: very feasible) and empirically based on learn result indicator complete 99,31%. Key words: student worksheet principle metacognitive learn strategy,metacognitive, metacompre hension

TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level.

Development of Ethnoscience-Oriented Multimedia Learning Process of Salt Making on Conductivity Materials on the Response of Junior High School Students

Chemistry learning at the junior high school level has not discussed in depth the material presented. Students tend to like science learning without formulas or calculations which make it difficult for students to understand chemistry. The solution that can be given is to develop learning media in the form of multimedia learning based on salt ethnoscience on conductivity material. The purpose of this study was to obtain an ethnoscience study of conductivity material and to find out students' responses to the media. This research uses a descriptive qualitative method with ADDIE development model. The research location is in one of the salt ponds in Bangkalan Regency and in SMP Negeri 2 Kamal. The sampling method was simple random sampling as many as 10 students of class VII. Data collection techniques using interviews, questionnaires, and documentation. The percentage of student responses on the display aspect is 97.33% and the material aspect is 94.25% which is included in the very positive criteri

Penerapan Pembelajaran Guided Discovery Learning dengan Laboratorium Virtual terhadap Keterampilan Proses Sains Siswa

The low level of science process skills, lack of variety of learning models, and limited laboratory facilities are the problems that underlie this research. This research uses quantitative research with the pre-experimental method with one group pretest-posttest research design. The sampling technique used was a non-probability sampling technique with a purposive sampling type with the sample used in this study was 32 students of class VIII C UPT SMP Negeri 22 Gresik in the 2021-2022 academic year. Data collection techniques through science process skills tests, student response questionnaires, and observation of learning implementation. The result showed that: 1) the paired sample t-test analysis obtained a significance of 0.000 < 0.05 and t count < -t table with (-64,266 < -2,0395), indicating that there were differences in students' science process skills before and after the application of the guided discovery learning model with a virtual laboratory on students' science process skills. 2) The test of students' science process skills after the application of the guided discovery learning model with a virtual laboratory was 71% in the high category. Based on these results, it can be conclution that there are differences in students' science process skills before and after the application of guided discovery learning with virtual laboratories

The contribution of local wisdom integrated science learning model to the students’ scientific communication skill on ecology learning

Science learning can be integrated with local culture in the form of learning models. This study aimed to analyze the contribution of the local wisdom integrated science (LWIS) learning model in practicing scientific communication skills of prospective science teachers in Ecology learning. This study used a quasi-experimental of posttest only control design and purposive sampling technique from prospective science teachers at Trunojoyo University, Madura. The research instrument was a test of scientific communication skills, observations of the implementation of the LWIS learning model, questionnaire and interview responses of prospective science teachers to ecological learning using the LWIS learning model. Data analysis techniques used the t-test significance level of 5%. The results showed that (1) there were differences in the scientific communication skills of prospective science teachers after using the LWIS learning model of significance of 0.014 &lt; 0.05 and - tcount &lt; ttable &lt; tcount (-2.528 &lt; 1.9996 &lt; 2.528), (2) scientific communication skills in the experimental class by 94.87% (high) &gt; control class by 88.03% (high), (3) implementation of the LWIS learning model obtained an average value of 100% (very good), and (4) the response of prospective science teachers obtained an average value of 89.40% (very good) for the experimental class and the prospective science teacher said that the learning model was new, easy to use, developed scientific communication skills. Thus it can be concluded that the LWIS learning model contributes positively in training the scientific communication skills of prospective science teachers in Ecology learning

UPAYA PENINGKATAN KETERAMPILAN BERPIKIR KREATIF SISWA PADA MATERI PENCEMARAN LINGKUNGAN DENGAN MODEL PEMBELAJARAN LOCAL WISDOM INTEGRATED SCIENCE (LWIS) TERINTEGRASI STEM

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif siswa kelas VII pada materi pencemaran lingkungan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Metode penelitian yang digunakan yaitu Pre-experimental dengan desain penelitian One Group Pretest Posttest yang dilaksanakan di MTs Rahmat Sa’id Kabupaten Jombang Tahun Ajaran 2021/2022. Uji Hipotesis menggunakan uji paired sample t-test sedangkan analisis peningkatan keterampilan berpikir kreatif menggunakan uji N-Gain Score. Hasil penelitian menunjukkan bahwa: 1) Ada perbedaan keterampilan berpikir kreatif siswa setelah diterapkan model pembelajaran LWIS terintegrasi STEM dengan nilai signifikansi 0,000 0,05 maka H0 ditolak atau H1 diterima. 2) Peningkatan keterampilan berpikir kreatif siswa mencapai nilai N-Gain Score sebesar 0,36 dengan kategori sedang. 3) Keterlaksanaan penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 95%. 4) Tanggapan siswa terhadap penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 92,98%. Kesimpulan dari penelitian ini yaitu keterampilan berpikir kreatif pada materi pencemaran lingkungan dapat ditingkatkan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Sarannya, ketika menerapkan model pembelajaran LWIS terintegrasi STEM hendaknya menggunakan kearifan lokal yang ada di daerah siswa dan rekonstruksi penyelesaian masalah tidak hanya sebuah rancangan tetapi sampai pembuatan produk

UPAYA PENINGKATAN KETERAMPILAN BERPIKIR KREATIF SISWA PADA MATERI PENCEMARAN LINGKUNGAN DENGAN MODEL PEMBELAJARAN LOCAL WISDOM INTEGRATED SCIENCE (LWIS) TERINTEGRASI STEM

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kreatif siswa kelas VII pada materi pencemaran lingkungan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Metode penelitian yang digunakan yaitu Pre-experimental dengan desain penelitian One Group Pretest Posttest yang dilaksanakan di MTs Rahmat Sa’id Kabupaten Jombang Tahun Ajaran 2021/2022. Uji Hipotesis menggunakan uji paired sample t-test sedangkan analisis peningkatan keterampilan berpikir kreatif menggunakan uji N-Gain Score. Hasil penelitian menunjukkan bahwa: 1) Ada perbedaan keterampilan berpikir kreatif siswa setelah diterapkan model pembelajaran LWIS terintegrasi STEM dengan nilai signifikansi 0,000 0,05 maka H0 ditolak atau H1 diterima. 2) Peningkatan keterampilan berpikir kreatif siswa mencapai nilai N-Gain Score sebesar 0,36 dengan kategori sedang. 3) Keterlaksanaan penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 95%. 4) Tanggapan siswa terhadap penerapan model pembelajaran LWIS terintegrasi STEM sangat baik dengan nilai rata-rata sebesar 92,98%. Kesimpulan dari penelitian ini yaitu keterampilan berpikir kreatif pada materi pencemaran lingkungan dapat ditingkatkan dengan menerapkan model pembelajaran Local Wisdom Integrated Science terintegrasi STEM. Sarannya, ketika menerapkan model pembelajaran LWIS terintegrasi STEM hendaknya menggunakan kearifan lokal yang ada di daerah siswa dan rekonstruksi penyelesaian masalah tidak hanya sebuah rancangan tetapi sampai pembuatan produk

Risk Factors of Typhoid Infection in the Indonesian Archipelago.

BACKGROUND: Knowledge of risk factors and their relative importance in different settings is essential to develop effective health education material for the prevention of typhoid. In this study, we examine the effect of household level and individual behavioural risk factors on the risk of typhoid in three Indonesian islands (Sulawesi, Kalimantan and Papua) in the Eastern Indonesian archipelago encompassing rural, peri-urban and urban areas. METHODS: We enrolled 933 patients above 10 years of age in a health facility-based case-control study between June 2010 and June 2011. Individuals suspected of typhoid were tested using the typhoid IgM lateral flow assay for the serodiagnosis of typhoid fever followed by blood culture testing. Cases and controls were defined post-recruitment: cases were individuals with a culture or serology positive result (n = 449); controls were individuals negative to both serology and culture, with or without a diagnosis other than typhoid (n = 484). Logistic regression was used to examine the effect of household level and individual level behavioural risk factors and we calculated the population attributable fraction (PAF) of removing each risk significant independent behavioural risk factor. RESULTS: Washing hands at critical moments of the day and washing hands with soap were strong independent protective factors for typhoid (OR = 0.38 95% CI 0.25 to 0.58 for each unit increase in hand washing frequency score with values between 0 = Never and 3 = Always; OR = 3.16 95% CI = 2.09 to 4.79 comparing washing hands with soap sometimes/never vs. often). These effects were independent of levels of access to water and sanitation. Up to two thirds of cases could be prevented by compliance to these practices (hand washing PAF = 66.8 95% CI 61.4 to 71.5; use of soap PAF = 61.9 95%CI 56.7 to 66.5). Eating food out in food stalls or restaurant was an important risk factor (OR = 6.9 95%CI 4.41 to 10.8 for every unit increase in frequency score). CONCLUSIONS: Major gains could potentially be achieved in reducing the incidence of typhoid by ensuring adherence to adequate hand-washing practices alone. This confirms that there is a pivotal role for 'software' related interventions to encourage behavior change and create demand for goods and services, alongside development of water and sanitation infrastructure

Exploration of Madura Local Wisdom as a Support for Ethnoscience-Oriented Madura Tourism Database

The purpose of this research is to identify and classify the types of ethnoscience-ecotourism on Madura Island, and examine the supporting and inhibiting factors. This study employs a qualitative descriptive research design and is conducted in the regencies of Bangkalan, Sampang, Pamekasan, and Sumenep. The research instruments include the researchers themselves, interview guides, and other supporting materials, whereas the data sources are primary and secondary data obtained through observation, interviews, and documentation. utilizing interactive analytic techniques to analyze research data Huberman and Miles. The results showed that the types of Madurese local wisdom with the concept of ethnoscience-ecotourism were Aer Mata Ebuh Arosbaya Bangkalan Market, Lon Malang Sampang Beach, Pamekasan Salt Education, and the Sumenep Palace Museum; The clustering of Madurese local wisdom as an ethnoscience-based tourist object that has been carried out shows that the Aer Mata Ebuh Arosbaya Bangkalan Islamic Boarding School is included in the type of religious tourism, Lon Malang Sampang Beach is of the nature and halal syari'ah tourism type, Pamekasan Salt Tourism is of the educational tour type, and the Sumenep Palace Museum type of heritage tourism. Factors supporting the development of ethnoscience-ecotourism in Madura are the concept of place, certain points as references, history in Madura and natural landscapes which are the main attraction for tourists. The inhibiting factors for the development of ethnoscience-ecotourism in Madura are the absence of the participation of the closest government apparatus (Village/POKDARWIS), the uncoordinated route network for the Madura tour network, inadequate transportation routes